Posted: January 17th, 2023

BSBLDR801 LEAD PERSONAL AND STARTEGIC TRANSFORMATION Assessment

Faculty of Business
Assessment Tool

BSBLDR801

LEAD PERSONAL AND STARTEGIC TRANSFORMATION

Unit Summary
Unit Code(s) BSBLDR801
Unit Title Lead personal and Strategic Transformation
Duration 5 Weeks
Total Contact Hours 100 hours
Requisites:
Pre-requisites None
Co-requisites None
Concurrent pre-requisites None
Assumed knowledge It is expected that students will have had some business experience within an organisation or enterprise.
Campus/Location 98 Cleveland Street, Greenslopes QLD 4120
Level 10, 190 Queen Street, Melbourne VIC 3000
Mode of Delivery Face – to – Face
Unit Learning Outcomes
Students who successfully complete this Unit should be able to:
• Reflect on personal efficacy
• Lead in Transformation manner
• Model and cultivate collaborative thinking
• Provide Strategic Leadership during change process

Assessment
a) Assessment Overview
Assessment Tasks Task Outcome
S: Satisfactory
NS: Not Satisfactory Date Assessed Unit Learning Outcomes
Competent (C) or Not Competent (NC)
Assessment Task 1
Assessment Task 2
Assessment Task 3
Assessment Task 4
Assessment Task 5
Trainer Declaration: I declare that I believe that the evidence that I have assessed for this task is this student’s own work and that I have conducted a fair, valid, reliable and flexible assessment. In addition, I have assessed this student have provided appropriate feedback to the student.

Trainer Signature
Date:

Student Declaration I declare that the evidence I have submitted for this unit of competency is my own work. I believe that my work meets all the rules of evidence and principles of assessment such as current, sufficient, valid and authentic. I further declare that I have been assessed in this unit and been provided with appropriate feedback and I have been advised of my result. I also am aware of my appeal rights.

Student Signature
Date:

Computer access and back up
Please keep a portable back up of all your work so that you can move between computers. If access fails at home, you can then access the internet at a local library or internet café (or work if they permit it).
Recommended Reading Materials
• Management Theory and Practice, 6e Edition, Kris Cole, Cengage Learning, 2016.
• Managing Diversity in Australia Theory and Practice, Glenda Strachan, Erica French, John Burgess, McGraw-Hill, 2010.
• Management Strategies and Skills, Judith Dwyer, Nicole Hopwood, McGraw-Hill, 2013

b) Submission Requirements
Assessment Task 1 Written Questions
Assessment Task 2 Project: Research and Self-Assessment
Assessment Task 3 Project: Research Challenges and Leadership Styles
Assessment Task 4 Project: Research and Develop Staff Training Program
Assessment Task 5 Project: Provide strategic leadership during change processes

Student behaviour and wellbeing
Newton College (NC) has a range of policies and procedures that govern how students are expected to conduct themselves throughout the course of their relationship with NC. These include policies on expected standards of behaviour and conduct which cover interaction with fellow students, staff and the wider NC community, in addition to following the health and safety requirements in the course of their studies and whilst using facilities.
All students are expected to familiarise themselves with Newton College’s regulations, policies and procedures and have an obligation to abide by the expected guidelines. Any student found to be in breach may be subject to relevant disciplinary processes. Some examples of relevant expected behaviours are:
• Not engaging in student misconduct
• Ensuring compliance with Newton College’s Anti-Discrimination, Bullying and Violence and Sexual Harassment requirements
Plagiarism
Plagiarism is the action or practice of taking and submitting or presenting the thoughts, writings or other work of someone else as though it is your own work. Plagiarism includes any of the following, without full and appropriate acknowledgment to the original source(s):
• The use of the whole or part of a computer program written by another person;
• The use, in essays or other assessable work, of the whole or part of a written work from any source including but not limited to a book, journal, newspaper article, set of lecture notes, current or past student’s work, any other person’s work, a website or database;
Plagiarism also includes the preparation or production and submission or presentation of assignments or other work in conjunction with another person or other people when that work should be your own independent work. This remains plagiarism whether or not it is with the knowledge or consent of the other person or people.
Student support
You should talk to your Trainer/Assessor or Student Services Officer, for information on student support services available for Newton College’s students. If your studies have been adversely affected due to serious and unavoidable circumstances outside of your control (e.g. severe illness or unavoidable obligation) you should immediately contact student support officer, who will try and arrange some reasonable adjustments based on the circumstances and upon approval from Academic/RTO Manager.
Special consideration
If your studies have been adversely affected due to serious and unavoidable circumstances outside of your control (e.g. severe illness or unavoidable obligation) you may be able to apply for special consideration. Please speak to the student support officer or submit an application prior to the submission date of the assessment.
Special needs
Sometimes students with a disability, a mental health or medical condition or significant carer responsibilities require reasonable adjustments. Please contact student support officer who can address your special needs requirements to assist you in satisfactorily completing the unit.

Assessment Overview

Unit Description and Application

This unit describes the skills and knowledge required to analyse and improve personal leadership style and professional competence and to lead organisational transformation and learning for strategic outcomes.

It covers leading transformational practices, cultivating collaborative practices, completing ongoing professional development and providing strategic leadership in a dynamic context.

It applies to those who use cognitive and creative skills to review, critically analyse, consolidate and synthesise knowledge, in order to generate ideas and provide solutions to complex problems. They use communication skills to demonstrate their understanding of theoretical concepts and to transfer knowledge and ideas to others.

Pre- Requisites
Not applicable

Co- Requisites
Not applicable

Relevant Legislation
• The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs)
• Competition and Consumer Act 2010 (Cth)
• Australian Consumer Law and Fair Trading Act 2012

Key competencies
The key competencies you will develop and be assessed against in this unit are:
• Reflect on personal efficacy
• Lead in a transformational manner
• Model and cultivate collaborative thinking
• Provide strategic leadership during change processes

Performance Evidence
Evidence of the ability to:
• reflect on and improve own development, personal leadership style and self-management skills
• demonstrate the application of leadership styles and approaches appropriate to individuals involved, the outcomes being sought and the context
• model and encourage collaboration
• provide strategic leadership during a change process
• effectively manage workplace relationships
• analyse relevant legislation, information and intelligence sources

Knowledge Evidence
To complete the unit requirements safely and effectively, the individual must:
• outline the relevant legislative and regulatory context of the organisation
• state the organisation s mission, purpose and values
• outline organisation s objectives, plans and strategies
• describe a range of leadership styles
• describe personal development planning methodologies
• outline data collection methods
• explain the process for external environment scanning relating to social, political, economic and technological developments
• explain emotional intelligence and its relationship to individual and team effectiveness
• explain organisational transformation and the management of the stages of change
• explain organisational design and building in responsiveness of operations to change in customer or market conditions

Assessment Conditions
Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to:
• legislation, regulations and codes of practice
• workplace plans, mission statements, policies and procedures
• case studies and, where possible, real situations
• interaction with others

ASSESSMENT TASKS
Assessment Task 1: Written Questions

Assessment type
• Written Questions

Assessment task description
• This is the first (1st) of five assessment tasks you must successfully complete to be deemed competent in this unit of competency.
• This task comprises eight (8) written questions.
• You must respond to all questions and submit them to the Trainer/Assessor.
• You must answer all questions to the required level, e.g. provide the number of points, to be deemed satisfactory in this task.
• Your Trainer/Assessor will provide the feedback within two weeks and notify you when results are available.

Applicable conditions
• You can complete these questions in your own time, using the resources and readings provided to you.
• You must read and respond to all questions.
• You may submit your assessment as a handwritten or electronic document/s.
• You must complete the task independently.
• No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
• Your trainer/assessor may ask you relevant questions on this assessment task to ensure that this is your own work.

Assessment 1 – Written Questions

1. Describe the following leadership styles and provide two examples of situations in which each style might be effective (70-80 words each):
• Dictatorial style
• Autocratic or authoritarian style
• Democratic leadership style
• Consultative leadership style

2. Describe the personal development planning methodology in about 200 words.

3. Briefly outline three (3) techniques used to collect data when evaluating business opportunities. Respond in no more than 200 words.

4. What does PEST analysis stand for? Describe the process for external environment scanning relating to social, political, economic and technological developments using a PEST analysis. Respond in 200-250 words.

5. Write my Essay Online Writing Service with Professional Essay Writers – Explain emotional intelligence and its relationship to individual and team effectiveness, in about 200 words.

6. Write my Essay Online Writing Service with Professional Essay Writers – Explain what you understand by organisational change or transformation, in no more than 50 words.

7. Briefly describe the six stages of change according to the Transtheoretical Model (TTM) of change (no more than 70 words each). What strategies can managers in an organisation use to effectively manage the change? Mention at least two strategies for each stage.

8. Why do organisational structures change? Write my Essay Online Writing Service with Professional Essay Writers – Explain with the help of a relevant example how a competitive marketplace affects organisational design. Which organisational structure is most suited to handling organisational change quickly? Respond in no more than 200 words.

Assessment Task 2 –Project: Research and Self-Assessment
Assessment type
• Project
Assessment task description
• This is the second (2nd) of five assessment tasks you must successfully complete to be deemed competent in this unit of competency.
• There are three parts to this assessment as follows:
o Task A Portfolio – prepare a research report
o Task B Portfolio – prepare the following documents:
 Self-assessment checklist
 A strategy to create an organisational climate of change
 A personal development plan
o Task B Journal
• The journal should follow the format given in Appendix C. Before the journal entry, you must identify your name and student ID, unit code and name, and assessment and task number.
• You must attempt all criteria to the required level, e.g. Assessment criteria mentioned in the performance checklist to be deemed satisfactory in this task.
• You must complete this task by following all given instructions, for the trainer/assessor to assess competency in this assessment task.

Applicable conditions
• You can complete this project in your own time, using the resources and readings provided to you.
• You must read the tasks carefully and respond to all requirements.
• You may submit your assessment as a handwritten or electronic document/s.
• You must complete the task independently.
• No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
• Your trainer/assessor may ask you relevant questions on this assessment task to ensure that this is your own work.

Assessment 2 – Project: Research and Self-Assessment

Scenario

You are to assume that you have recently been appointed as a General Manager for a vocational training organisation that delivers training to students. Your assessor will provide you with the business plan of an RTO for this assessment, as a case study.

You may use the business plan given to you, or select the plan of another training organisation of your own choice.

However, the organisation must be based in Australia and be registered with a regulatory authority such as the Australian Skills Quality Authority (ASQA), the Victorian Registration and Quality Authority (VRQA) or Training Accreditation Council (TAC) in Western Australia.

In addition, the organisation’s business plan must be comprehensive and cover the following points:

• relevant legislative and regulatory context of the organisation
• organisation’s mission, purpose and values
• organisation’s objectives, plans and strategies, including for staff learning and development
You must attach a copy of the organisational plan you have used.

You must ensure you have the necessary permission to use the organisational plan, unless it is published for public use.

Task A: Research the following requirements for your selected RTO and write a report on your findings.

You must include your findings for each of the following areas in your report. Your report should be comprehensive and not exceed more than 1000 words.

a. State the mission, purpose and values of the selected organisation.

If the business / strategic plan does not state these specifically, you must include information based on any written declaration of the organisation’s core purpose and identify the markets the organisation is set up to serve, and communicate a sense of the intended direction of the organisation.

b. Outline the selected organisation’s objectives, plans and strategies.

c. Determine and discuss the commonwealth and state legislative and regulatory context relevant to the RTO/ organisation you have selected and provide a brief note on how they affect the organisation’s operations.

Provide details of the sources of intelligence or information you have accessed to gather information about the legislative and regulatory requirements. These could be names and web links.

d. Research and analyse the information you have gathered from the organisation’s business/ strategic plans and other intelligence sources such as industry reports provided in your readings, and identify the requirements for the following qualities and competencies for a leader in the VET industry:
• professional competence
• personal development objectives and priorities
• ability to role model
• ability to build an effective organisational and workplace culture
• operational accountabilities and responsibilities

You may use the readings given below for your research.

You must appropriately reference your sources, using the APA 6th Referencing style. You
must contact your assessor for guidance on how to reference.
You could also complete a free tutorial on referencing at The Basics of APA Style®

Submission requirements: Assessment 2, Task A – Portfolio
• Completed report of the findings of your research for the organisation as instructed in Task A to D in the form of a report in no more than 800 words, which will be a part of your portfolio.

Readings:
Coates, H. B., Meek, V. L., Brown, J., Friedman, T., Noonan, P., & Mitchell, J. (2010). VET leadership for the future: Contexts, characteristics and capabilities.

Falk, I., & Smith, T. (2003). Leadership in vocational education and training: Leadership by design not by default. National Centre for Vocational Education Research.

Web Resources:

https://www.asqa.gov.au/about/australias-vet-sector

https://www.asqa.gov.au/faqs/what-standards-do-i-need-comply-cricos-provider

https://www.asqa.gov.au/vet-registration/meet-requirements-ongoing-registration/comply-other-relevant-legislation

Performance Checklist– Assessment 2, Task A

Portfolio
Did the student submit a report that:
Tick Yes/ No
Write my Essay Online Writing Service with Professional Essay Writers – Explains the mission, purpose and values of the selected organisation.  Yes  No
Outlines the selected organisation’s objectives, plans and strategies.  Yes  No
Homework help – Discusses the commonwealth and state legislative and regulatory context relevant to the selected organisation.  Yes  No
Identifies the requirements for the following qualities and competencies for a leader in the VET industry, including:
• professional competence
• personal development objectives and priorities
• ability to role model
• ability to build an effective organisational and workplace culture
operational accountabilities and responsibilities  Yes  No
Shows evidence of systematic gathering and analyses of all relevant information  Yes  No
Is presented in clear and comprehensible language and layout  Yes  No
Uses appropriate vocabulary, grammatical structure and conventions  Yes  No
Is appropriately referenced  Yes  No
Feedback / Comments:

Result: • Satisfactory • Not Satisfactory • Not Assessed
Assessor Declaration:
I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback.

Assessor Name:

Assessor Signature: Date: _______/_______/_______

Task B: Self- assessment

In order to prepare for your role as General Manager, you must establish if you have the skills and qualities necessary to be successful in the role.

• Reflect on the following, and complete the self-assessment checklist provided in Appendix A:
o skills and abilities
o leadership style/s,
o personal efficacy
o self-management skills

• Prepare a personal strategy report of no more than 800 words, in which you must:

o Compare the results of your self-assessment of skills and attributes with the qualities and competence requirements for a leader in the VET industry, which you have identified in your research

Based on this, reflect on your personal efficacy and on your own capacity to lead the team and be a role model

o Identify two strategies you will use to create an organisational climate that:
 allows staff to give constructive feedback
 encourages them to receiving feedback with the open mind.

• Develop a personal development plan, incorporating and recording your learning goals and outcomes and how you will achieve them. You must set at least three goals. You have been provided with a template in Appendix B.

Submission requirements: Assessment 2, Task B – Portfolio
• A completed self-assessment checklist, based on your readings and understanding of the leadership qualities and your self-assessment of your competencies.
• A personal strategy to create an organisational climate that allows staff to give constructive feedback as well as encourages them to receiving feedback with the open mind.
• A completed personal development plan identifying your development goals in relation to improving your leadership style and specific knowledge and skills related to your accountabilities and responsibilities.

Submission requirements: Assessment 2, Task B – Journal
In your journal, make the following entries.
• How confident are you about taking a leadership role in the organisation?
• What efforts will you need to:
o improve personal efficacy and competence;
o attain professional outcomes;
o meet personal development objectives?
• What interpersonal skills will you personally need in order to encourage contributions and elicit ideas from others?
• What obstacles do you foresee in your personal development?

Readings:
For this task, you must refer to the following reading:
• Coates, H. B., Meek, V. L., Brown, J., Friedman, T., Noonan, P., & Mitchell, J. (2010). VET leadership for the future: Contexts, characteristics and capabilities. Retrieved from: https://research.acer.edu.au/cgi/viewcontent.cgi?article=1013&context=higher_education
o Capabilities for effective VET leadership pg.41
o Educating VET leaders pg. 49
o VET leadership for the future pg. 61
o Capabilities for effective VET leadership pg.41
o Educating VET leaders pg. 49
o VET leadership for the future pg. 61

• Falk, I., & Smith, T. (2003). Leadership in vocational education and training: Leadership by design not by default. National Centre for Vocational Education Research. Retrieved from: https://www.ncver.edu.au/research-and-statistics/publications/all-publications/leadership-in-vocational-education-and-training-leadership-by-design-not-by-default
o Part 1 Designing effective leadership interventions in VET

Performance Checklist– Assessment 2, Task B

Portfolio
Did the student submit the following documents: Tick Yes/ No
A completed self-assessment checklist  Yes  No
A personal strategy to create an organisational climate that:
• allows staff to give constructive feedback
encourages them to receiving feedback with the open mind.  Yes  No
A completed personal development plan identifying:
• development goals in relation to improving personal leadership style
specific knowledge and skills related to own accountabilities and responsibilities.  Yes  No
Plans and strategies that:
• show evidence of systematic gathering and analyses of all relevant information, including self-assessment
• are presented in clear and comprehensible language and layout
use appropriate vocabulary, grammatical structure and conventions.  Yes  No
Journal
Did the student submit journal entries covering the following:
Tick Yes/ No
Confidence regarding taking a leadership role in the organisation  Yes  No
Consideration of the efforts required to:
• improve personal efficacy and competence;
• attain professional outcomes;
• meet personal development objectives  Yes  No
Reflection on the interpersonal skills required to encourage contributions and elicit ideas from others  Yes  No
Consideration of possible obstacles in personal development  Yes  No
Insights from previous experience to improve personal performance  Yes  No
Evaluation of ideas and information from a range of complex texts  Yes  No
Feedback / Comments:

Result: • Satisfactory • Not Satisfactory • Not Assessed
Assessor Declaration:
I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback.

Assessor Name:

Assessor Signature: Date: _______/_______/_______

Assessment Task 3 –Project: Research Challenges and Leadership Styles

Assessment type
• Project

Assessment task description
• This is the third (3rd) of five assessment tasks you must successfully complete to be deemed competent in this unit of competency.
• There are four parts to this assessment as follows:
o Task A Portfolio– research organisational challenges and leadership requirements
o Task A Journal
o Task B Presentation
o Task B Journal
• The journal should follow the format given in Appendix C. Before the journal entry, you must identify your name and student ID, unit code and name, and assessment and task number.
• You must attempt all criteria to the required level, e.g. Assessment criteria mentioned in the performance checklist to be deemed satisfactory in this task.
• You must complete this task by following all given instructions, for the trainer/assessor to assess competency in this assessment task.

Applicable conditions
• You can complete this project in your own time, using the resources and readings provided to you.
• You must read the tasks carefully and respond to all requirements.
• You may submit your assessment as a handwritten or electronic document/s.
• You must complete the task independently.
• The time allowed for the presentation/role play is 20 minutes.
• No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
• Your trainer/assessor may ask you relevant questions on this assessment task to ensure that this is your own work.

Assessment 3 – Project: Research Challenges and Leadership Styles

Scenario A

Vocational Education and Training (VET) in Australia has experienced an unprecedented rate of change in recent times. A number of drivers of change have had an impact on the Australian VET sector and VET trainers and executives, such as:

• Technological developments – rapid developments in information and communications technology (ICT) including broadband technology that has created opportunities for learning that can be delivered, experienced and managed online.

• Consumerism – future learners who are a part of the consumer culture expect learning products tailored to their individual needs, including utilising the new media increasingly available to learners. Customised and personalised learning is becoming a common expectation of learners using VET.

• Staff shortages – An approaching shortage of trainers is a major issue for many education and training systems worldwide. Competition for highly skilled graduates will intensify in the global economy, creating difficulties in attracting and retaining trainers. This has increased pressure to raise the productivity of existing VET trainers and will lead to dramatic changes in the way VET work is organised.

• Engaging more learners- General skill shortages in the economy require vocational education and training to re-engage older learners and those who have left education and training with few vocational skills. These learner groups require quite different approaches to teaching, learning and assessment.
This rapid pace of changes in government policy, regulatory changes, technology, economy, expectations of industry and changes in learners has placed considerable strain on RTOs and their trainers.

In this situation, only strong leadership and optimised workplace practices and culture will define a successful RTO. It is critical that RTOs maintain a focus on developing their trainers and executives to be robust leaders.

Task A: Research challenges and identify appropriate leadership styles and approaches to meet them

• Refer to the RTO you have researched in Assessment 2 and study its business/ strategic plans.

• Read and research any challenges the RTO has identified in their plan, which will require you to lead the team members in a transformational manner.

• If no significant challenges have been identified by the RTO, select one of the factors mentioned in the scenario.

• Prepare a short report on the findings of your research for the significant challenge you have selected.

• Your report should be no more than 1000 words.

• In your report, you should consider the following for the challenge you have identified or selected:
o What will be the impact of this development?
 Who will be affected? Why?
 How can organisations prepare to meet this challenge?
o What leadership styles are required for the situation?
o What is the role of the leader in managing organisational change?
o What actions / behaviours/ changes are required of the staff/team to cope with the change?
o What new knowledge, skills and capabilities are required to meet the challenge?
o What timelines need to be considered?
o What material resources are required?
o What organisational capabilities are required?

You must appropriately reference your sources, using the APA 6th Referencing style. You must contact your assessor for guidance on how to reference.

Submission requirements: Assessment 3, Task A – Portfolio
• A completed report based on your research and understanding of organisational challenges and development needs.

Submission requirements: Assessment 3, Task A – Journal
• Reflect on whether you have the leadership skills to lead the team through such a change.
• Comment on how your view of your personal efficacy, personal competence and attainment of professional competence has changed since your last journal entry. In light of the upcoming change, how will you prepare yourself and your team?

Readings:

• Dempsey, M. (2013). Impacts of the changing nature of the vocational education and training (VET) system on educators within the VET system in Australia. Retrieved from: https://ro.ecu.edu.au/cgi/viewcontent.cgi?referer=https://scholar.google.com.au/&httpsredir=1&article=1587&context=theses

Performance Checklist– Assessment 3, Task A

Portfolio
Did the student submit a portfolio that:
Tick Yes/ No
Is based on research and understanding of organisational challenges and development needs.  Yes  No
Includes a brief outline of:
• the impact of this development, the people affected and reasons
• organisational preparation to meet this challenge
• the leadership styles required for the situation
• the role of the leader in managing organisational change
• the actions / behaviours/ changes required of the staff/team to cope with the change
• new skills, knowledge and capabilities required to meet the challenge
• timelines, material and resources required
• organisational capabilities required  Yes  No
Shows evidence of systematic gathering and analyses of all relevant information  Yes  No
Is presented in clear and comprehensible language and layout  Yes  No
Uses appropriate vocabulary, grammatical structure and conventions  Yes  No
Is appropriately referenced.  Yes  No
Journal
Did the student submit journal entries covering the following: Tick Yes/ No
A self-reflection on leadership skills to lead the team through such a change  Yes  No
A self-reflection on how their personal efficacy, personal competence and attainment of professional competence may have changed since the last journal entry.  Yes  No
An outline of preparation required for self and the team in light of the upcoming change.  Yes  No
Feedback / Comments:

Result: • Satisfactory • Not Satisfactory • Not Assessed
Assessor Declaration:
I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback.

Assessor Name:

Assessor Signature: Date: _______/_______/_______

Scenario B

The management of the RTO has appreciated the report you have presented to them in Task 1 of Assessment 3.

They believe that the RTO is well positioned to face the challenges that the VET industry is facing.

It has already embraced the right values and identified appropriate strategic directions in their strategic plans. (see extract below)

At the same time, they are also aware of the difficulties faced by trainers, as well as organisational threats and weaknesses. (see extract below).

Recently the RTO had conducted a staff climate survey and the results have been provided to you. (see extract below)

Extract of the strategies identified by the RTO:

Strategies

Stakeholders (including learners and partners) – To develop and maintain high quality relationships with all stakeholders and ensure products and services meet the needs of all stakeholders.
We will:
• With reference to our values, develop mutually beneficial partnerships that are relevant to our core business
• Commit to high levels of communication both internally and externally with all stakeholders

People – To recruit and retain staff and volunteers who are capable, motivated and innovative and ensure
the organisation structure supports delivery of the strategic and business plans.

We will:
• Strive to develop effective work and business practices;
• Strategically work towards a HR model that will ensure increased productivity that supports
• the individual needs of our workers;
• Review and amend the RTO structure to maximise service and efficiencies.

Program delivery – To deliver education and learning programs that meet the needs of young people, adults and industry.

We will:
• Strive to undertake best practice in our delivery that meets all relevant standards and
contract requirements.

Innovation – To value-add to products and respond to existing and new markets with new offerings.
We will:
• Seek to continually look for new opportunities that will build Cire Services in a sustainable
way;
• We will develop quality, innovative models of delivery for industry and learners that are:
flexible, affordable, fair and accessible.

The RTO has also identified some difficulties faced by trainers:

Some of the challenges identified by trainers include:
• Lack of understanding of the requirements of National Training Packages
• Lack of skills to meet the needs of the diverse learners,
• Lack of skills to use new technology
• Lack of time in attending professional development activities
• Lack of motivation to learn new skills

Extracts of challenges and threats:

• Declining government funding levels per annual hour
• High staff turnover/ attrition due to competition
• TAFE and education institutions expanding their presence or entering the market
• Online and blended delivery models introduced by other providers in the market
• Trainer resistance to new technologies

Extract of the results of a recent staff climate survey:

Human resource effectiveness was viewed in a negative light by the majority (65 per cent) of employees.

Some were of the opinion that although the RTO was concerned with improving the work conditions of employees, the following issues needed to be addressed:

• Staff turnover is a problem in the organisation
• RTO must review its staff retention strategies and related polices.
• The staff performance appraisal system needs to be reviewed and revised to meet the needs and expectations of staff, as often appraisal follow-ups were not adhered to.

• Trainers feel they need more support to learn to use new technologies.

Task B: Conduct a workshop / presentation to team about the challenges ahead

You have been asked by the management to make a presentation to your team of trainers and managers of the RTO, to share the findings of your research and discuss with them the challenges ahead for the industry, as well as the impact of the changes.

You must ensure that you link the RTO’s values and strategic directions to the changes in the industry in your presentation, and convey a positive message about the organisation’s willingness and commitment to embrace the change.

• You are to prepare a PowerPoint presentation based on your research findings in Part A and deliver it to the RTO staff.
• You will have 20 minutes to make this presentation and to conduct a discussion.
• During the presentation communicate new ideas and motivate others to be enthusiastic about the ideas
• After the presentation you must invite your team members to ask questions.
• You must encourage them to draw upon their own expertise and experience and share ideas or suggestions.
• You must make a note of their contributions.
• After the presentation, you must submit the presentation notes, PowerPoint slides, etc.
• Your assessor will observe and record your performance in the Role Play Observation Checklist below.
You will be assessed on the following criteria:

• Presentation included
o The impact of the change/ development
o The reasons and the ways in which staff will be impacted
o A positive message regarding the organisational direction and values in relation to the change
o The preparation the organisations needs to meet this challenge/development
o The leadership styles required for the situation
o The actions / behaviours/ changes required of the staff/team to cope with the change
o An overview of the team’s difficulties in facing the challenge
o An overview of the new skills and capabilities required to meet the challenge
o Ways how the team can acquire the skills and knowledge required to meet the challenge
o The timelines that need to be considered
o The material resources required
o The organisational capabilities required
o How you plan to support your team in meeting these requirements

• During the presentation, you must:
o communicate new ideas and motivate others to be enthusiastic about the ideas
o use appropriate interpersonal skills to involve others in contributing creatively to the discussions
o demonstrate empathy in personal communication
o demonstrate an inclusive manner that is respectful of individual differences
o use language appropriate to audience
o show respect for the opinions, values and particular needs of others
o act with integrity and ethical standards with both behaviours and words try to foster a sense of commitment to meet the challenge as a team

Presentation Observation Checklist – Assessment 3, Task B

Student name
Unit and Task being assessed BSBLDR801 – Lead personal and strategic transformation
Course name and title BSB80615 – Graduate Diploma of Management (Learning)
Assessor name
The student demonstrated the following actions and behaviours during the presentation: Check (X) Comments
Yes
No How did the student demonstrate this?
Formally greet the group and introduced the purpose of the meeting
Describe the background and the change initiative
Homework help – Discuss the preparation the organisations needs to meet this challenge/development
Outline the impact of the change
Outline the reasons and the ways in which staff will be impacted
The leadership styles required for the situation
Provide information as per the research:
 The actions / behaviours/ changes required of the staff/team to cope with the change
 An overview of the team’s difficulties in facing the challenge
 An overview of the new skills and capabilities required to meet the challenge
 Ways how the team can acquire the skills and knowledge required to meet the challenge
 The timelines that need to be considered
 The material resources required
 The organisational capabilities required
 The support team will receive to be able to meet these requirements
Present information and opinions using language appropriate to audience
Use appropriate non-verbal features

Communicate new ideas and motivate others to be enthusiastic about the ideas
Use effective communication skills to communicate
Encourage team members to draw upon their own expertise and experience and share it in the form of ideas or suggestions
Show respect for the opinions and values expressed by them
Respond to team members’ views and suggestions using language appropriate to audience
Demonstrate empathy
Demonstrate control over emotions
Demonstrate an inclusive manner that is respectful of individual differences
Foster a sense of commitment to meet the challenge as a team
Offer support to the team
Additional comments about the student’s overall performance:

ASSESSOR I have confirmed the responses given in this report.
Name and signature / /

Date
STUDENT I have read and agree with this report.
Name and signature / /
Date

Submission requirements: Assessment 3, Task B – Journal
In your journal, make the following entries.
• Reflect on the impact of your behaviour on others during the presentation.
• Reflect on your personal strengths and limitations in communicating the challenges in the industry to the team.
• Think of how you have regulated your behaviour, potentially disruptive emotions and impulses. What strategies can you and plan to regulate behaviour better?
• Evaluate your personal leadership style demonstrated during the presentation
o How has your leadership style improved since the last journal entry ?
o How do you think you showed empathy in your communication with others?
o How did you involve the team in contributing their expertise and ideas? How can you improve it?
• Reflect and write two examples of how you manage work-based relationships effectively during the presentation.
• Reflect and write one example of how you conveyed a positive message about the organisation’s commitment and willingness to embrace the change.
• Evaluate your personal leadership style and consider how you would adjust your style if you were addressing:
o only trainers from the organisation
• a group of IT professionals and not VET trainers?

Performance Checklist– Assessment 3, Task B

Journal
Did the student submit journal entries covering the following: Tick Yes/ No
• Reflections on:
o the impact of own behaviour on others during the presentation.
o personal strengths and limitations in communicating the challenges in the industry to the team.
o how behaviour and potentially disruptive emotions and impulses was regulated.
strategies and plan to regulate behaviour better  Yes  No
 Evaluation of personal leadership style demonstrated during the presentation:
o how leadership style has improved since the last journal entry
o how was empathy shown in communication with others
o how the team was involved in contributing their expertise and ideas
how team member involvement can be improved  Yes  No
 Examples of:
o how work-based relationships were managed effectively during the presentation.
how a positive message about the organisation’s commitment and willingness to embrace the change was conveyed  Yes  No
Evaluation of personal leadership style and how it would need to be adjusted while addressing only trainers from the organisation and a group of IT professionals.  Yes  No
Feedback / Comments:

Result: • Satisfactory • Not Satisfactory • Not Assessed
Assessor Declaration:
I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback.

Assessor Name:

Assessor Signature: Date: _______/_______/_______

Assessment Task 4 – Project: Research and Develop Staff Training Program

Assessment type
• Project

Assessment task description
• This is the fourth (4th) of five assessment tasks you must successfully complete to be deemed competent in this unit of competency.
• There are two parts to this assessment as follows:
o Portfolio– research staff training proposal
o Journal
• The journal should follow the format given in Appendix C. Before the journal entry, you must identify your name and student ID, unit code and name, and assessment and task number.
• You must attempt all criteria to the required level, e.g. Assessment criteria mentioned in the performance checklist to be deemed satisfactory in this task.
• You must complete this task by following all given instructions, for the trainer/assessor to assess competency in this assessment task.

Applicable conditions
• You can complete this project in your own time, using the resources and readings provided to you.
• You must read the tasks carefully and respond to all requirements.
• You may submit your assessment as a handwritten or electronic document/s.
• You must complete the task independently.
• The time allowed for the presentation/role play is 20 minutes.
• No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
• Your trainer/assessor may ask you relevant questions on this assessment task to ensure that this is your own work.

Assessment Task 4 –Project: Research and Develop Staff Training Program

Scenario

Registered Training Organisations are required to follow legislated standards for trainers and assessors’ requirements in terms of qualifications and skills, professional development and industry currency.

Research has shown that trainers and assessors need the most support in the following areas:
• Vocational training methodology and vocational subject knowledge
• the use of technology – the knowledge and skills to use new and emerging technologies to stay in touch with and advise students, as well as for flexible delivery.

These skills are also important for trainers and assessors to stay in touch with each other, including through communities of practice and other networks, and can help to combat the isolation many trainers experience.

You are to develop the outline of a staff professional development program covering the areas identified above, for all trainer and assessors employed by the RTO.

Examples of topics of PD courses could be:
• Introduction to the National VET System
• Blending online with face to face training
• Developing effective assessment tools
• The use of technology for flexible delivery

You may also think of some other relevant topics.

The management of the RTO wants you and the other departmental program managers to create innovative professional development opportunities for trainers in your respective departments.
The management believes undertaking a collaborative learning program will help trainers become more familiar with new technology and learning approaches themselves.

Task – Research staff training program

Portfolio

Research and prepare an outline of a staff training program.

You must:

• select two topics for the PD programs for the trainers in the RTO
• research what collaborative communication and learning approaches are available for trainers to undertake professional development courses for some of the areas identified in the scenario
• consider the most suitable approaches for your departmental needs, staff, work environment and available resources
• select and outline two new approaches or systems you plan to implement using an inclusive approach- example could be – online professional development courses, professional conversations, discussion boards, etc.
• analyse legislation that is relevant to this initiative

Once the research is completed, develop the findings of your research into a brief outline of the staff-training program for the senior staff of the RTO.

You must post your outline of the learning program on a collaborative communication or learning platform and seek and encourage their contributions and suggestions.

Your assessor will organise for a group of your classmates to collaborate with you and share your outline of the staff training program using an online platform such as Wiki, GoogleDocs or Homework help – Discussion Board.

Your report must be prepared using clear and comprehensible language and layout and use appropriate vocabulary, grammatical structure and conventions.

The program idea must demonstrate the use of your judgement, intelligence and common sense, and must seem practicable and economical.

You must appropriately reference your sources, using the APA 6th Referencing style. You must contact your assessor for guidance on how to reference.

Journal

Once the outline is prepared, you must:

 evaluate this project – is it feasible? Is it cost effective?
 describe your proposed leadership role in the project, considering the people involved and the outcomes you wish to achieve
 describe the new collaborative relationships that need to be formed, and existing relationships that are beneficial for this project.

Submission requirements: Assessment 4 – Portfolio
• Outline of Staff PD program using collaborative communication and learning approaches – to be posted on an online portal.

Ensure ideas will align with organisational and team goals and objectives.

Submission requirements: Assessment 4 – Journal

• Reflect on your ability to apply judgement, intelligence and common sense during the planning of the outline of this program.
o Do you think some of your ideas did not seem feasible/practical?
o Do you think you may have made an error of judgement in proposing some of the measures? If yes, how can you rectify it?
o Do you think your ideas may be criticised as silly or impractical? What can you do to rectify this?
• How will you draw upon your own expertise and that of the other team members in implementing the staff training proposal?
• How can you model and encourage collaborative communication and learning approaches?
• How can you establish collaborative and participative work relationships with the team?
• How can you encourage contributions from staff? What types of rewards and incentives can you offer?
• Review the progress of your personal development goals in terms of:
o improving and adapting your leadership style
o promoting self-motivation amongst staff or team members.
being a role model for collaborative thinking and work practices.

Resources: Collaborative communication and learning

Australian Flexible Learning Framework
A comprehensive collection of research, case studies and resources for using contemporary learning technologies can be explored at the Framework’s website.

Designing E-learning – Resources
Learning resources for teaching and learning practitioners to assist with learning design and using e-learning systems and technologies.

Networked learning
An online course to develop knowledge and skills in using web-based technologies for learning projects.

MediaWiki
A Wikipedia site about this free software package (originally built for Wikipedia) now popular with educators as a system for collaboration, and storing and sharing resources.

Microsoft SharePoint
A Wikipedia site explaining the features and concepts of SharePoint—an application which is useful for professional communications, collaboration and sharing.

Performance Checklist– Assessment 4

Portfolio
Did the student submit an outline of Staff PD program using collaborative communication and learning approaches on an online portal that: Tick Yes/ No
Includes:
• two topics for the PD programs for the trainers in the RTO
• research of collaborative communication and learning approaches that are available for trainers to undertake professional development courses
• selection of the most suitable strategies for the departmental needs, staff, work environment and available resources
• analysis of legislation that is relevant to this initiative
• two new approaches or systems for implementing, using an inclusive approach
• description of own proposed leadership role in the project, considering the people involved and the outcomes
• description of the new collaborative relationships that need to be formed, and existing relationships that are beneficial for this project.
 Yes  No
Shows evidence of systematic gathering and analyses of all relevant information
 Yes  No
Is presented in clear and comprehensible language and layout  Yes  No
Uses appropriate vocabulary, grammatical structure and conventions
 Yes  No
Demonstrates the use of judgement, intelligence and common sense, and seems practicable and economical  Yes  No
Is appropriately referenced.  Yes  No
Journal
Did the student submit a journal that:
Tick Yes/ No
Reflection on ability to apply judgement, intelligence and common sense during the planning of the outline of this program – is the idea:
• feasible/practical?
• an error of judgement ?
• silly or impractical?
how to rectify the above?  Yes  No
Contemplation on how to draw upon own expertise and that of the other team members in implementing the staff training proposal  Yes  No
Contemplation on how to model and encourage collaborative communication and learning approaches  Yes  No
Contemplation on how to establish collaborative and participative work relationships with the team  Yes  No
Contemplation on how to encourage contributions from staff  Yes  No
Consideration of what types of rewards and incentives can be offered  Yes  No
Review of progress of personal development goals in terms of:
• improving and adapting your leadership style
• promoting self-motivation amongst staff or team members
being a role model for collaborative thinking and work practices  Yes  No
Feedback / Comments:

Result: • Satisfactory • Not Satisfactory • Not Assessed
Assessor Declaration:
I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback.

Assessor Name:

Assessor Signature: Date: _______/_______/_______

Assessment Task 5 – Project: Provide strategic leadership during change processes

Assessment type
• Project

Assessment task description
• This is the fifth (5th) of five assessment tasks you must successfully complete to be deemed competent in this unit of competency.
• There are six parts to this assessment as follows:
o Task A Portfolio– Prepare a strategy for management
o Task A Journal
o Task B Portfolio– Prepare an analysis of impact and role of leadership
o Task B Journal
o Task C Portfolio– Change Readiness/ Needs Analysis form and learning and communications solutions for the team
o Task C Journal
• The journal should follow the format given in Appendix C. Before the journal entry, you must identify your name and student ID, unit code and name, and assessment and task number.
• You must attempt all criteria to the required level, e.g. Assessment criteria mentioned in the performance checklist to be deemed satisfactory in this task.
• You must complete this task by following all given instructions, for the trainer/assessor to assess competency in this assessment task.

Applicable conditions
• You can complete this project in your own time, using the resources and readings provided to you.
• You must read the tasks carefully and respond to all requirements.
• You may submit your assessment as a handwritten or electronic document/s.
• You must complete the task independently.
• The time allowed for the presentation/role play is 20 minutes.
• No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
• Your trainer/assessor may ask you relevant questions on this assessment task to ensure that this is your own work.

Assessment Task 5 – Project: Provide strategic leadership during change processes

Scenario A

Following the development of the staff PD program outline for your selected RTO and the professional conversation with your peers, the management of the RTO has approved your program outline in principle.

They now want to implement the PD program for trainers across the RTO, as they believe it is important to maintain and develop trainers’ professional learning and competencies.

This program will benefit the RTO in the following ways:
o The RTO will be able to meet the compliance requirements for trainer/assessor vocational and training competencies and PD according to the Standards for RTOs 2015.
o Trainers will benefit from the collaborative learning and as a result of their improved knowledge and skills, they will be able to provide quality training and assessment services.
o This collaborative learning program will introduce trainers to new technology and will take away their fears or resistance to delivering training to students using technology, which is the future of training.

You have been asked to prepare an outline of a strategy for the RTO to propose the PD program to the training staff.

They believe it is important to meet any resistance on the part of the training staff, and a strategy conveying the organisational direction and values in a positive light will be help them understand why the change is necessary. This will also be useful in conveying the organisation’s commitment to continuous improvement for stakeholders such as the regulators, agent/brokers and prospective and current students.

Task A: Prepare a strategy to positively convey organisational direction and values to relevant individuals and relevant stakeholders

Refer to the selected RTO’s organisational strategic planning and priorities you had identified in Assessment 2- Task A and consider the following:

• what are the organisation’s current strategic plans and values?
• what direction/s is the organisation heading towards?
• what will be the key benefits of the PD program for training staff (refer to Assessment Task 4)?
• how can you share this direction with people and encourage them to participate?

Based on your research of the industry’s requirements, current climate and the outline of the Staff PD program you have prepared in Assessment Task 4, prepare a strategy to positively convey organisational direction and values to relevant training staff.

Your report should be no longer than 500 words. It should be presented in clear and comprehensible language and layout and use appropriate vocabulary, grammatical structure and conventions.

Submission requirements: Assessment 5, Task A – Portfolio
• A completed report outlining a strategy to positively convey organisational direction and values to relevant training staff.

Submission requirements: Assessment 5, Task A – Journal
Reflect on the following:
• What directions and values should be conveyed to relevant individuals within your organisation or team?
• What words and phrases can help in conveying this message a positive light?
• What communication tools and strategies can be used to build rapport and maintain effective working relationships?

Performance Checklist– Assessment 5, Task A

Portfolio
Did the student submit an outline of a strategy for the management, that: Tick Yes/ No
Conveys the organisation’s direction in a positive light  Yes  No
Describes the organisation’s current strategic plans and values
 Yes  No
Describes direction/s the organisation is heading towards
 Yes  No
Outlines the key benefits of the PD program for training staff
 Yes  No
Suggests ways to share this direction with people and encourage them to participate  Yes  No
Shows evidence of systematic gathering and analyses of all relevant information  Yes  No
Is presented in clear and comprehensible language and layout  Yes  No
Uses appropriate vocabulary, grammatical structure and conventions  Yes  No
Journal
Did the student submit journal entries that cover:
Tick Yes/ No
A reflection of what directions and values should be conveyed to relevant individuals within the organisation or team  Yes  No
A contemplation of words and phrases that can help in conveying this message a positive light  Yes  No
A contemplation of communication tools and strategies that can be used to build rapport and maintain effective working relationships  Yes  No
Feedback / Comments:

Result: • Satisfactory • Not Satisfactory • Not Assessed
Assessor Declaration:
I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback.

Assessor Name:

Assessor Signature: Date: _______/_______/_______

Task B: Prepare an analysis of the impact and role of leadership during organisational change

The management of the RTO has asked you to provide them with an analysis of the impact and role of leadership during organisational change.

Prepare a brief analysis of the impact and role of leadership. Identify the potential consequences of the initiative or change and suggestions on what needs to be modified to accomplish a change.

In this report you must include:

• an analysis of how the organisational change will impact on the task, technology, people, and/or structure
• a description of the potential forces for and against change
• outline the role of leadership in managing the change and building an effective workplace culture
• identify the most appropriate leadership style in the context
• identify measures to manage the resistance to change

Your report should be no longer than 800 words. It should be presented in clear and comprehensible language and layout and use appropriate vocabulary, grammatical structure and conventions.

You must appropriately reference your sources, using the APA 6th Referencing style. You must contact your assessor for guidance on how to reference.

Submission requirements: Assessment 5, Task B – Portfolio
• Report of analysis of the impact and role of leadership during organisational change.

Submission requirements: Assessment 5, Task B – Journal
• What will leading the team during the change process involve? Do you have those skills?
• How can you be a role model in terms of ability to build trust, confidence and respect of the team?
• What should the organisational culture be like during the change process? How can you contribute to building an effective workplace culture?
• Review your self-development goals in terms of developing leadership skills for responding to the impact of change on people and processes. What other efforts can you make?

Readings:

• Abbas, J.& Asghar, I. (2010). The role of Leadership in Organizational Change: Relating the Successful Organizational Change to Visionary and Innovative Leadership, University of Gävle (Master’s Thesis in Industrial Engineering and Management)
• Davids, J. (2016). Teacher leadership in VET: Lead Vocational Teachers traversing the high seas of change in TAFE Queensland (Doctoral dissertation, University of South Australia, Adelaide, South Australia).
• Dempsey, M. (2013). Impacts of the changing nature of the vocational education and training (VET) system on educators within the VET system in Australia. Retrieved from:
• https://ro.ecu.edu.au/cgi/viewcontent.cgi?referer=https://scholar.google.com.au/&httpsredir=1&article=1587&context=theses
• Dinwoodie, D. Pasmore, W. Quinn, L . & Rabin, R. (2015) Navigating Change: A Leader’s Role, Center for Creative Leadership (White Paper).

Performance Checklist– Assessment 5, Task B

Portfolio
Did the student submit a report outlining an analysis of the impact and role of leadership, that: Tick Yes/ No
Includes:

• an analysis of how the organisational change will impact on the task, technology, people, and/or structure
• a description of the potential forces for and against change
• an outline of the role of leadership in managing the change and building an effective workplace culture
• the most appropriate leadership style in the context
• measures to manage the resistance to change  Yes  No
Shows evidence of systematic gathering and analyses of all relevant information  Yes  No
Is presented in clear and comprehensible language and layout  Yes  No
Uses appropriate vocabulary, grammatical structure and conventions  Yes  No
Is appropriately referenced  Yes  No
Journal
Did the student submit journal entries covering:
Tick Yes/ No
A contemplation of:
• what is involved in leading the team during the change process
if the student has those skills  Yes  No
Contemplation of:
• ability to role model in terms of ability to build trust, confidence and respect of the team
• how the organisational culture should be like during the change process
what contribution is required for you building an effective workplace culture  Yes  No
A review of:
• self-development goals in terms of developing leadership skills for responding to the impact of change on people and processes
additional efforts required.  Yes  No
Feedback / Comments:

Result: • Satisfactory • Not Satisfactory • Not Assessed
Assessor Declaration:
I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback.

Assessor Name:

Assessor Signature: Date: _______/_______/_______

Scenario C

The management of the RTO has asked you to provide them with an analysis of the capacity and competence of the team members to confirm that they are ready for the change and can contribute effectively to the change processes and plans.

• Prepare a brief change readiness assessment for the team identified below.
• Conduct a risk analysis covering the:
o issues, concerns or actions likely to result in a negative outcome, for example preventing the organisation to meet its objectives
o likely consequences of such an event on organisational performance and business continuity management.

You have had one-on-one informal conversations and also conducted a formal meeting with the project team. You have made the following observations based on your discussions.

Michael P is a cookery trainer who has been with the company the longest and is very loyal. He is a firm believer in the old apprentice style method of training and thinks IT in the classroom is a new fangled fad, which is not practical.

He thinks it’s impossible to engage the class remotely, as the trainer will not have any control on the students.

He said to you, “ I have been teaching for 30 years now, but have never used any technology, so why go in for that now? I am too old to learn new things, leave it for the younger people.”

Tiffany M is a hair and beauty trainer. She has been to trade school and later completed a training qualification. She has had very little exposure to computers and is afraid to admit it for the fear of losing her job.

She has heard of the project, but doesn’t know much, as she doesn’t check emails. As a result she has missed out on all your updates about the project.

She is not enthusiastic about the change, and plans to just go along, until she is gets sacked.

Myra M is a very enthusiastic and committed cookery trainer who hasn’t had much to do with computers.

However she has said to you,“ I understand the younger generation is all about computers and other technologies for learning and I am willing to learn how to reach out and teach these young people. I am happy that the company is taking this initiative to train us staff! The only thing I worry about is that the project might interfere with my teaching role, and may require me to spend too much time after hours. “

Oliver T is another chef trainer and is a regular user of various types of technology such as smart phones computers and tablet devices.
However, he has never used technology for training purposes and is keen to learn. He is ambitious and wants to participate in the project and has even asked to be a part of the core project team.

Task C: Analyse the team members’ readiness for change

Your task is to read the scenario and the notes above and prepare Change Readiness/ Needs Analysis based on the template in Appendix D.

Then, develop learning and communication solutions to address risks arising for team members during organisational change, based on the analysis you have completed.

Prepare a report of no more than 500 words, in which you must:

• Describe how communication and learning solutions can reduce or eliminate problems and risks
• Outline a process to develop effective communication and learning solutions to reduce or eliminate problems
• Identify one formal and one informal learning opportunity for the team, as part of risk management, to equip them to effectively participate in the project
• Identify one communication solution for all team members throughout the operational change process, to keep them informed of changes, updates, etc., and also to motivate them

Submission requirements: Assessment 5, Task C – Portfolio
 Completed Change readiness/ needs analysis
 Outline of the following processes to effectively reduce or eliminate problems and risks as part of a change management strategy:
o communication solutions
o learning solutions

Submission requirements: Assessment 5, Task C – Journal
 What are some other problems and risks, apart from the ones you have identified, could the individuals you will lead during organisational change face?
 Apart from the communication and learning solutions you have suggested, what other solutions do you think can reduce or eliminate these problems and risks?
 How do you think the learning solutions can convey a positive message about the company?
 Review your personal development goals to include strategic leadership skills for leading change processes or change projects.

Performance Checklist– Assessment 5, Task C

Portfolio
Did the student submit a portfolio that:
Tick Yes/ No
• Includes an accurately completed Change Readiness/ Needs Analysis form, based on information about the staff in the scenario.
 Yes  No
• Has a report based on the analysis completed, including:
o description of how communication and learning solutions can reduce or eliminate problems and risks
o outline of process to develop effective communication and learning solutions to reduce or eliminate problems
o identification of one formal and one informal learning opportunity for the team, as part of risk management, to equip them to effectively participate in the project
o identification of one communication solution for all team members throughout the operational change process, to keep them informed, updated and to motivate them.
 Yes  No
Shows evidence of systematic gathering and analyses of all relevant information  Yes  No
Is presented in clear and comprehensible language and layout  Yes  No
Uses appropriate vocabulary, grammatical structure and conventions  Yes  No
Demonstrates the use of judgement, intelligence and common sense, and seems practicable and economical  Yes  No
Journal
Did the student submit journal entries covering:
Tick Yes/ No
A contemplation on:
 some other problems and risks for individuals in the team during organisational change face
 some other solutions to reduce or eliminate these problems and risks  Yes  No
A reflection on:
 how the learning solutions can convey a positive message about the company
what other strategic leadership skills are required for leading change processes or change projects  Yes  No
Feedback / Comments:

Result: • Satisfactory • Not Satisfactory • Not Assessed
Assessor Declaration:
I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback.

Assessor Name:

Assessor Signature: Date: _______/_______/_______

List of Appendices:

• Appendix A: Self-Assessment Checklist
• Appendix B: Example of a Personal Development Plan.
• Appendix C: Example of a journal entry
• Appendix D: Change readiness/ Needs analysis template

Reading List:

Abbas, J.& Asghar, I. (2010). The role of Leadership in Organizational Change: Relating the Successful Organizational Change to Visionary and Innovative Leadership, University of Gävle (Master’s Thesis in Industrial Engineering and Management)
3P Consulting (Firm). (2011). Tasmanian training industry workforce development project plan report.
Bell, D. (2008). Organisational planning and performance integration in a TAFE context. National Centre for Vocational Education Research.
Clayton, B., Jonas, P., Harding, R., Harris, M., & Toze, M. (2013). Industry currency and professional obsolescence: what can industry tell us?. Retrieved from: http://vuir.vu.edu.au/22388/6/industry-currency-and-professional-obsolescence-2622.pdf
Coates, H. B., Meek, V. L., Brown, J., Friedman, T., Noonan, P., & Mitchell, J. (2010). VET leadership for the future: Contexts, characteristics and capabilities.
Davids, J. (2016). Teacher leadership in VET: Lead Vocational Teachers traversing the high seas of change in TAFE Queensland (Doctoral dissertation, University of South Australia, Adelaide, South Australia).

Dempsey, M. (2013). Impacts of the changing nature of the vocational education and training (VET) system on educators within the VET system in Australia. Retrieved from: https://ro.ecu.edu.au/cgi/viewcontent.cgi?referer=https://scholar.google.com.au/&httpsredir=1&article=1587&context=theses

Department of Chemical Engineering: MIT. (2015-2018). Module 13.4 – How to Change Behavior Patterns in The Collaboration Toolbox. Retrieved from: http://ctbox.mit.edu/wp-content/uploads/sites/46/2018/07/Module13-4_2018.pdf

Department of Education and Training. (2009). Leadership and Change Management.

Dinwoodie, D. Pasmore, W. Quinn, L . & Rabin, R. (2015) Navigating Change: A Leader’s Role, Center for Creative Leadership (White Paper).

Falk, I., & Smith, T. (2003). Leadership in vocational education and training: Leadership by design not by default. National Centre for Vocational Education Research.

Harris, R., & Simons, M. (2012). Two sides of the same coin: leaders in private providers juggling educational and business imperatives.

Misko, J. (2017). Factors that drive RTO performance: an overview.

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